An Administrator’s Toolkit: Supporting Teachers in K – 9 Mathematics Implementation

1

An Administrator’s Toolkit:Supporting Teachers

in K – 9 Mathematics Implementation

Developed by the Southern Alberta Professional Development Consortium (SAPDC) as a result of a grant from Alberta Education to support implementation

of the new Alberta K – 9 Mathematics Program of Studies

2

LogisticsPage numbers in the upper right hand corner of the

slides refer to pages in the Toolkit.

Participants will require access to a copy of the Toolkit in order to take full advantage of this webinar.

Contact your regional consortium www.arpdc.ab.ca for information on how to access the Toolkit.

3

Key Purposessupport administrators in their role as instructional

leaders;provide a vision of what the new Mathematics Program

of Studies will look like when fully implemented;provide a framework for assessment of school progress in

implementing and refining the mathematics program over time; and

provide background information and professional development materials to facilitate effective mathematics implementation.

p. 1

4

Key Purpose• support administrators in their role as instructional leaders

5

Role of the PrincipalFrom the Principal Quality Practice Guideline (2009)3. Leading a Learning Community

c) promotes and facilitates meaningful professional development for teachers and other staff

4. Providing Instructional Leadershipa) demonstrates a sound understanding of current pedagogy

and curriculum

p. 3

6

Role of the Principal

What skills will a principal require in order to create and lead a community of learners?

What support might a principal require in order to develop a sound understanding of the new

Mathematics Program of Studies?

p. 3

7

Key Purpose• provide a vision of what the new Mathematics Program of Studies will look like when fully implemented

8

Alberta K – 9 Mathematicsa shift from content to process;an emphasis on the program foundations (front matter)

to guide planning and instruction;a shift from teacher directed instruction to collaborative

and constructivist (student directed) learning;a shift in assessment practice from the ‘one right answer’

to multiple plausible answers; anda shift from reliance on a single textbook to the inclusion

of a variety of learning materials, including manipulatives.

p. 4

9

Alberta K – 9 Mathematics

What impact will these new directions have on mathematics instruction and assessment?

What support will teachers require in order to develop a sound understanding of the new Mathematics Program of Studies?

p. 4

10

A Guide to Support Implementation:Essential Conditions

“Successful implementation requires the coordinated, collaborative, and comprehensive efforts of education partners working together towards a shared vision of learning success for all students.”

p. 5

11

Essential Conditionsshared visionleadershipresearch and evidenceresourcesteacher professional growthtimecommunity engagement

How is mathematics implementation impacted by these essential conditions?

p. 5

12

Opportunities for Conversationswww.essentialconditions.ca

templates and toolsGuiding QuestionsPlansEvidence

Who might provide input into the essential conditions for mathematics implementation?

p. 6

13

Key Purpose• provide a framework for assessment of school progress in implementing and refining the mathematics program over time

14

Gauging NeedsReflective tools for

administrator reflection;teacher reflection;individual conversations with teachers as they consider

possible goals for inclusion in Teacher Professional Growth Plans; and

small group conversations with and among teachers to gather a snapshot of program implementation at the school level.

p. 7

15

Reflective Tool A:Understanding Teacher Strengths & NeedsAdministrator Self-reflectionTeacher profiles

What they bringWhat they might need

Math Major - Experienced Math Major - Beginning

Non Math Major - Experienced Non Math Major - Beginning

p. 8

16

Reflective Tool B:Our Teaching/Learning ContextAdministrator Self-reflectionStudents, teachers, parents/community, administrators

questions to ponderresponses and possible implications

p. 9

17

Reflective Tool C:Teacher Self-reflectionreadiness to implement various elements

Red Light limited understanding; currently not using

Yellow Light some understanding; beginning to use

Green Light very comfortable; already implementing

p. 11

18

Reflective Tool D:Mathematics Continuum

The continuum is not a rubric for program or teacher evaluation, but rather a tool to guide reflection and planning.What is our current level of implementation within each category? What does implementation look like in our school/my classroom at

the present time? What strengths do we individually and collectively have to share with

colleagues?What professional learning would enhance implementation in our

school/my classroom?

just beginning some experience well on their way

p. 13

19

Reflective Tool D:Mathematics Continuum

The continuum is not a rubric for program or teacher evaluation, but rather a tool to guide reflection and planning.What is our current level of implementation within each category? What does implementation look like in our school/my classroom at

the present time? What strengths do we individually and collectively have to share

with colleagues?What professional learning would enhance implementation in our

school/my classroom?

just beginning some experience well on their way

p. 13

20

Gauging Needs

How might the various reflective tools support successful implementation?

pp. 7 – 14

21

Key Purpose• provide background information and professional development materials to facilitate effective mathematics implementation

22

Supporting Teachers through Professional Learningopportunities for school-based professional

conversationsengage in reflective practicereview researchexamine curriculumprovide inputdetermine prioritiesset common goalsprovide collaborative supportidentify further professional learning and resource needs

p. 15

23

Professional Learning ModulesModule 1: Teaching and Learning MathematicsModule 2: Instructional FocusModule 3: Conceptual UnderstandingModule 4: Number SenseModule 5: Personal StrategiesModule 6: VisualizationModule 7: ReasoningModule 8: Problem SolvingModule 9: CommunicationModule 10: Using Concrete Materials

p. 16

24

Professional Learning ModulesModule 1: Teaching and Learning MathematicsModule 2: Instructional FocusModule 3: Conceptual UnderstandingModule 4: Number SenseModule 5: Personal StrategiesModule 6: VisualizationModule 7: ReasoningModule 8: Problem SolvingModule 9: CommunicationModule 10: Using Concrete Materials

p. 16

Facilitator Participant

25

Professional Learning Modules: Facilitator MaterialsFacilitator NotesDetails – purpose, participant outcomes, time required, materialsIntroductionBridging Back to the Previous ModuleFocus ActivityLink to CurriculumArticle Study and ConversationNext StepsFacilitator ReflectionFacilitator CommentaryPowerPoint SlidesParticipant Materials

Module 4

Facilitator

26

Professional Learning Modules: Facilitator MaterialsContents ListingFacilitator NotesDetails – purpose, participant outcomes, time required, materialsIntroductionBridging Back to the Previous ModuleFocus ActivityLink to CurriculumArticle Study and ConversationNext StepsFacilitator ReflectionFacilitator CommentaryPowerPoint SlidesParticipant Materials

27


28


29


30


31


32


33


34


35


36

Professional Learning Modules: Participant MaterialsHandout MaterialsFocus ActivityLink to Program of StudiesNCTM Article(s)Next StepsParticipant Materials

37

Professional Learning Modules

What benefits might result from using the professional learning modules at the school level?

In Conclusion…

38

39

Key Purposessupport administrators in their role as instructional

leaders;provide a vision of what the new Mathematics Program

of Studies will look like when fully implemented;provide a framework for assessment of school progress in

implementing and refining the mathematics program over time; and

provide background information and professional development materials to facilitate effective mathematics implementation.

p. 1

40

For Further Informationwww.arpdc.ab.ca

Documents

An Administrator’s Toolkit: Supporting Teachers in K – 9 Mathematics Implementation